Interaction between teacher and speech therapist at school. Interrelation in the work of a speech therapist and a primary school teacher. Prevention and correction of reading errors

Often work school speech therapist comes down to working with students primary school. Of course, in both middle and high school there will always be students who need qualified help from a correctional teacher. But not all schools have a speech pathologist, let alone a second one. So the specialist has to artificially narrow the field of his activity, dealing with the correction of speech disorders only with primary school students. This raises the question: what is the difference between the work of a school speech therapist and a primary school teacher? Let's try to figure this out...

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What is a speech pathologist?

He is a neurologist

He is a teacher, defectologist,

Educator and psychologist

Director, artist, speaker,

Mage, wizard and innovator.

"Interrelation in the work of a speech therapist and a primary school teacher"

Often the work of a school speech therapist comes down to working with primary school students. Of course, in both middle and high school there will always be students who need qualified help from a correctional teacher. But not all schools have a speech pathologist, let alone a second one. So the specialist has to artificially narrow the field of his activity, dealing with the correction of speech disorders only with primary school students. This raises the question: what is the difference between the work of a school speech therapist and a primary school teacher? Let's try to figure this out...

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So let's find some differences.

	Primary school teacher	School speech therapist
	A school lesson in elementary grades lasts 45 minutes.	An individual speech therapy lesson lasts 15-20 minutes; group 35-40 min.
	The teacher works with all the children in his class.	Speech therapist only with those who need corrective help.
	The minimum occupancy of the class is ordinary secondary school is 25 people.	The maximum occupancy of the speech therapy center of the city educational institution is not more than 25 people.
	The teacher must strictly adhere to the calendar-thematic planning. And sometimes there is no way to consolidate and repeat complex material. Although any thematic block ends with a test of students' knowledge.	The speech therapist makes an approximate thematic planning. And can stop on any material until the children master the necessary.
	In his work, the teacher is based on pedagogical knowledge.	The speech therapist relies on medical aspects, because. any correction is effective only if there is knowledge in the field of psychophysiology of this defect.
	The teacher has to put marks. It often happens that speech pathologist children get bad marks, since it is they who have low scores in a number of subjects. Although some students are sensitive to this.	The speech therapist only emphasizes the successes of children, thus instilling a positive attitude towards learning and accelerating the efficiency of work.
	The teacher works with the whole class. Not every lesson is possible to carry out an individual approach due to lack of time.	The speech therapist organizes his activities according to the specifics of the defect, initially uniting children with similar speech disorders into groups or subgroups. Thus, always provides an individual approach. The speech therapist also has the opportunity to conduct regular individual lessons.
	The teacher has been working with students for four years.	The release of students from the speech therapy center is carried out during the entire academic year after the elimination of violations in their speech development.

The differences can be listed further. But the main thing lies in the similarity: the primary school teacher and the school speech therapist are teachers. And their common goal is to achieve success for every child. And this is possible only with close cooperation. Relying on pedagogical principles and using medical knowledge, you can always achieve
positive results. The main thing is to rejoice at even the slightest success of each child.

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The number of children in need of speech therapy assistance is large. To effectively eliminate any violation in the development of a child, an integrated approach is required, i.e. involvement in solving the problem of the child's parents, teachers, medical specialists, psychologist.

The most important thing for successful cooperation is the establishment of equal relations. Both parties (speech therapist and teacher) are equally competent in matters relating to the organization of child care, so they should not play roles, for example, "expert" and "consultant". Both of them are partners in the process of accompanying the child.

Cooperation will take place only if the speech therapist manages to arouse in the teacher a desire to participate in solving the problem.

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Therefore, when talking with a teacher, it is important to consider the following points:

Do not use complex specific, obscure terms for the teacher;

Discuss not the causes of the problem (violation, underdevelopment of some speech function in a child), but the educational problems themselves, their specific manifestations;

To clarify as much as possible what the educational problems of the child are;

Joint diagnostics of a child's problems by a speech therapist and teacher does not exclude special speech therapy examination. It is important that the teacher does not take a passive position, waiting for the speech therapist to figure everything out and explain the problem to him, but try to figure it out himself.

This will make it possible to see the problem of the child from all points of view: educational process and physiology (underdevelopment, impaired speech functions).

When discussing a problem with a teacher, it is important to recreate a picture of the psychological situation surrounding the child at school and at home, because this can be the cause of the educational problem, as well as strongly influence its manifestations and the choice of a way to solve it.

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What should alert the teacher in the oral and written speech of students:

Incorrect pronunciation of sounds, which can cause further dysgraphia and dyslexia;

The special nature of errors in writing:

Mistakes are not the rule;

Persistent errors that do not disappear in the learning process;

Regularly repeating mistakes in different types of work, regardless of the psychophysical state of the child;

Distortion of graphic images of letters;

Omissions, permutations, additions of letters and syllables;

Mixing paired consonants in speech and writing;

Rough agrammatisms in oral speech and in writing;

As practice shows, many children entering the 1st grade have a limited vocabulary, poorly developed fine motor skills, persistent speech disorders. In order for the work of a school speech therapist to be more effective, he needs a close relationship with the primary school teacher. Both the speech therapist and the teacher have a common goal - to provide a quality education to schoolchildren. To achieve this goal, the teacher needs each student to have a sufficiently high level of general (including speech) development. The task of a speech therapist is to eliminate speech defects and develop the child's oral and written speech to a level at which he could successfully study at school. In turn, the teacher continues the speech development of the child, relying on the skills he has acquired, i.e. there is an integration of speech therapy work and the educational process.

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Speech therapy work in primary school can be conditionally divided into 4 stages: indicative, diagnostic, correctional and evaluation. Each of them has its own goals, objectives and technologies. The duration of the stage is determined by the combination and compatibility of various factors identified in the process of examination, diagnosis and correction. The interrelation in the work of a speech therapist and teacher is also gradually carried out.

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Stage 1 - indicative

March, April

Stage tasks:

Determining the level of general and speech development every future first-grader;

Identification of children with speech disorders;

Consultative assistance to parents in preparing children with speech disorders for school.

March to Aprilthe school organizes special classes for future first-graders, which are conducted by the teacher once a week. The speech therapist has the opportunity to examine the state of speech of all enrolled children for these classes. Yatiya, reveal to treat children with speech disorders, to give the necessary advice to parents.

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Stage 2 - diagnostic

Stage tasks:

Determination of the structure and severity of speech disorders in schoolchildren;

Planning appropriate corrective work.

In the first two weeks of September, a speech therapist conducts a complete examinationstate of speech of first gradersand inform the teacher of the results. The speech therapist gets to know curriculum and primary standard general education, is interested in the technologies used by the teacher, his methods and techniques.

Then the speech therapist starts planning correctional work. At the same time, the program requirements for the Russian language, reading and other subjects, the sequence and time of studying certain topics are necessarily taken into account. In other words, the speech therapist strives for his work to have successive links with the program in this class.

In addition, at this stage it is possible to plan the following activities:

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Participation in parent-teacher meetings (at the request of the teacher and parents);

Participation of a speech therapist in the work of methodological associations of primary school teachers;

Kon speech therapist advice for teachers and parents;

Participation in the work of PMPK (psychological-medical-pedagogical council).

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Stage 3 - correctional

Stage tasks:

Elimination of speech disorders;

The development of oral and written language to the level at which the child could successfully study at school.

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The duration of this stage for each child is determined by the nature and severity of the speech disorder, as well as the dynamics of its correction. So, with violations of sound pronunciation (dyslalia), correction can last an average of 2 to 6 months, and with ONR(general underdevelopment of speech)- up to 2 years.

At this time, the relationship speech therapist and teachergets tighter and tighter. The teacher periodically informs the speech therapist about academic performance children (during the school year) and one receives information from a speech therapistabout the specifics and contentcorrective work.

In speech therapy classes, schoolchildren acquire new speech skills and abilities, which are then improved during the educational process. For example, a teacher has a great opportunity to help children in automating the delivered sounds. To do this, when reading texts or memorizing poems, he reminds the child what sounds to pronounce correctly.

The teacher, with the help of a speech therapist, controls the correct speech of children, participates in the education of their self-control. In addition, he helps the child in formulating an answer in the classroom and in organizing the student's verbal communication with peers. This is especially important for stuttering children with communication problems, for children with ONR.

At the Russian language lessons, the teacher includes exercises to develop phonemic perception. The teacher, like a speech therapist, also teaches to distinguish between vowels and consonants, hard and soft, voiced and deaf consonants; teaches to correlate sounds and letters; perform sound analysis. To make it interesting for children - all these exercises can be carried out in the form didactic games. A speech therapist may suggest that the teacher use some of these games in their lessons.For example, you can offer the teacher to use the following didactic games in the lessons of teaching literacy and the Russian language, which contribute to the formation and development of phonetic-phonemic perception (PFV).

1. "Fishing".

Target: develop FPV, exercise children in choosing words with the same sound, consolidate sound analysis skills.

Game progress . The installation is given: “to catch words with the sound [l]” (or other sounds).

The child takes a fishing rod with a magnet at the end of the "fishing line" and begins to "catch" the desired pictures with paper clips. The child shows the “caught fish” to other students, who mark the correct choice with cotton.

2. "TV".

Target: develop FWF, develop and improve sound analysis and synthesis in the speech activity of students. Prevention of dysgraphia. Practicing reading skills.

Game progress. The word is hidden on the TV screen. On a board or typesetting canvas, pictures are hung out for each letter of the hidden word in order. The child must add the hidden word by the first letters of the words in the pictures. If he correctly named the word, the TV screen opens.

For example: month is a hidden word.

Pictures: bear, spruce, dog, apple, heron.

3. "Russell Animals".

Target: to exercise children in the differentiation of oppositional sounds, to develop phonemic hearing.

Game progress. There is a house with windows. There is a letter written on the roof. Nearby are pictures of animals. Children must choose those animals in the name of which there is a sound corresponding to the letter on the roof, and place them in the windows with slots.

For example: houses with the letters c and sh. The following pictures are posted: dog, heron, frog, chicken, titmouse, bear, mouse, chicken, cat, puppy. All words are spoken first.

4. "Chain of words."

Target: to develop FPV, to exercise children in differentiating sounds, to develop the skills of sound analysis of words.

Game progress . A picture is laid down, the next one is applied to it in the form of a chain, starting exactly with the sound that ends the previous word, and so on.

5. "Collect a flower."

Target: exercise in the differentiation of oppositional sounds, develop phonemic hearing and analytical-synthetic speech activity in students.

Game progress . On the table lies the "middle" of the flower. A letter is written on it (for example, c). “Flower petals” are laid out nearby, on which pictures with sounds [s], [s], [ts], [sh] are drawn. The student must choose among these "petals" with pictures those where there is a sound [s].

6. "Dunno with a pocket."

Target: develop FPV, improve the sound-letter and syllabic analysis of words, develop attention. Prevention of dysgraphia.

Game progress.

I option

The studied consonant letter is inserted into Dunno's pocket. Vowels are hung around. You need to read the mergers. (One child points with a pointer, the rest read in unison.)

II option

A syllabic (sound) scheme of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose the words that match the pattern.

7. "Find the mistake."

Target: teach children to distinguish between vowels and consonants and letters, hard and soft consonants, improve sound skills letter analysis words, develop FPV and attention. Prevention of dysgraphia.

Game progress . Children are given cards on which 4 pictures begin with the same letter. Students determine which letter all words begin with and put it in the middle of the card. Sound schemes of words are given under each picture, but some of them are intentionally made with mistakes. Students need to find errors in the diagram, if any.

8. "Collect a bouquet."

Target: develop phonemic hearing, exercise in the differentiation of sounds [r] - [l], exercise children in distinguishing between primary and tint colors.

Game progress . In front of the child are two pictures with blue and pink vases, in which there are flower stems with slots. They say to the child: “Guess which vase you need to put flowers with the sound [l], and in which - with the sound [r].” (Pink - [p], blue - [l].) Nearby are flowers of different colors: green, blue, black, yellow, brown, purple, orange, crimson, etc. Students arrange flowers. The blue flower must remain.

9. "Speech Lotto".

Target: to develop the ability to distinguish a common sound (letter) in words, to find pictures with a given sound, to develop attention, phonemic hearing. Automation of sounds, development of reading speed.

Game progress . The children are given cards with the image of six pictures (along with the words under the pictures). The child determines what sound is in everyone. Then the facilitator shows pictures or words and asks: “Who has this word?” The winner is the one who first closes all the pictures on the big map without errors.

10. Lotto "We read ourselves."

Target: develop phonemic and visual perception, develop sound-letter analysis of words, learn to distinguish between vowels and consonants, differentiate between hard and soft consonants. Prevention of dysgraphia caused by FFN, development of reading speed.

Game progress.

1 option

Children are given cards, on each of which 6 words are written. The host shows the picture and asks: “Which of the guys has the name of the picture written? (Who has the word?)". The first person to complete the map without errors wins.

Option 2

The cards are dealt to the children. The facilitator shows the sound scheme of the word, the students correlate it with the word on their map. The winner is the one who accurately fills his card with word schemes.

11. "Magic Circle".

Target: exercise children in the selection of words that differ from each other in one sound, develop phonemic hearing, consolidate the understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.

Game progress.

I option

A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs by one sound from the name of the object pointed to by another arrow. (Previously, all words are spoken out.) The rest of the children mark the correct answer with cotton.

For example: bear - mouse fishing rod - duck

poppy - cancer goat - spit

whale - cat grass - firewood

mustache - ears coil - coil house - smoke

II option

Instead of pictures on the “dial”, letters, syllables, words with a practiced sound are put. The child twists the large arrow (the small one can be removed). Where the arrow stopped, the students read the syllable (letter, word) in chorus, then the leader turns the arrow further - the children read again, etc. A syllable (letter, word) can be repeated several times depending on where the arrow stops.

12. "Find the words in the word."

Target: expand the volume of the dictionary, fix the spelling of words, understanding the word-forming role of each word. Automation of sounds in words, prevention of dysgraphia.

Game progress . A word or a picture is posted on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the split alphabet and write it in a notebook). The installation is given: "Take the letters from the original word, compose and write down new words from them."

13. "Mathematical Grammar".

Target: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the inflection process, enrichment of the dictionary, prevention of dysgraphia.

Game progress. The child must perform the actions indicated on the card (“+”, “-”) and, by adding and subtracting letters, syllables, words, find the desired word.

For example: s + volume - m + fox - sa + tsa -? (capital).

14. "Add a word."

Target: automation of sounds, development of FPV, processes of analysis and synthesis, understanding of the semantic function of sound and letters, development of speech, interest in the native language, love of poetry. Prevention of dysgraphia.

Game progress. On the card there is rhyming text, verses in which one word (or more) is missing. Students must assemble a rhyming word from the letters of the split alphabet and write it down.

For example:

The sparrow flew higher

You can see everything from the high (roof).

15. "Entertaining grammar."

Target: strengthening the phonetic and grammatical analysis of words, the formation of the process of inflection and word formation, the development of PE and the prevention of dysgraphia.

Game progress . Compose a word from two words according to the scheme:

Words - terms that make up syllables, are encrypted according to the principle of a crossword puzzle.

For example:

1) the first syllable is the smallest three-digit number;

the second syllable denotes the part of the human head where the eyes, mouth, nose are located, only in the plural;

together - main city countries (capital);

2) the first syllable is a personal pronoun; the second syllable is also a personal pronoun;

together they mean something that interferes with traffic on the roads (pits).

So, the listed games can be used not only in speech therapy classes for the development of phonetic and phonemic processes, but also in Russian language lessons. The value of such games lies in the fact that on their material the teacher can also work out the speed of reading (see the games "Dunno with a pocket", "Magic Circle", loto "We read it ourselves", etc.), the syllabic composition of the word (see. games "Entertaining Grammar", "Mathematical Grammar", etc.), develop spelling vigilance (see the games "Add a Word", "Entertaining Grammar", etc.) and much more.

The value of entertaining didactic games also lies in the fact that they help relieve tension and fear when writing in children who feel their own inadequacy in graphic-lexical activity, and create a positive emotional mood during the lesson. And knowledge acquired without interest, not colored by one's own positive attitude, positive emotions, do not become useful - this is a "dead weight". And most importantly, rejoicing at the opportunity to play, the child is happy to perform any tasks of the teacher and the necessary exercises, which naturally stimulates the correct speech of the student, both oral and written.

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Specific difficulties in mastering written speech, which are associated with insufficient formation of psychological prerequisites for its development, can be eliminated only in the process of corrective and pedagogical impact using special techniques and methods. This method of correcting written speech is based on practical materials proposed by Eletskaya O.V. and Gorbachevskaya N.Yu., Sadovnikova I.N. and other specialists.

The technique consists of 5 blocks:

I block - development of oral speech;

II block – development of optical-spatial representations;

III block - the development of temporal representations;

IV block - development of rhythmic ability;

V block - development of motor functions of the hand (only for writing).

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I block. Development of oral speech

Exercises for the development of phonemic processes [

Exercise number 1 "Name the words":

Name the words that start with a sound a (t, o, p, etc.);

Name the words that end with a sound n (i, o, s, etc.);

Name the words that have a sound in the middle l (n, e, g, etc.).

Exercise number 2 "Claps":

Now I will call you words, and you, as soon as you hear a word that begins with a sound with (in, o, g etc.), immediately clap your hands:dacha, cat, hat, fox, road, beetle, window, hairetc. Task options: “catch” the sound at which the word ends or which we hear in the middle of the word.

Now I will call you words, and you, as soon as you hear a word that has a sound to , clap your hands 1 time, and if the sound g - 2 times: cow, kissel, mountain, mink, guitar, boots, bitches, hand, caught up etc.

Exercise number 3 "Playing with the word":

Think of a word that begins (ends) with the same sound as in the word "frog", "flag", "table";

What is the first (last) sound in the word "beam", "strength", "sofa";

Name all the sounds in order in the word "sky", "cloud", "roof";

What sound in the word "fish" ("chair", "carpet") is the second, fourth, first, third?

Exercise number 4 "New word":

I will now give you a word, and you will try to change the second sound so that you get a new word:smoke, juice, drank, chalk.

I will now give you a word, and you will try to change the first sound so that you get a new word:dot, bow, varnish, day, pedal, layout.

I will now give you a word, and you will try to change the last sound so that you get a new word:cheese, sleep, poppy, stop.

Exercise number 5 "Mugs":

Now we will write down a few words, but not in letters, but in circles. How many sounds in a word, so many circles:grass, paper, roll, star, tablet.

Exercise number 6 "Longer - shorter":

We will compare words. I will say two words, and you will decide which one is longer. Just remember to compare words, not the things they stand for:table - table, antennae - mustache, dog - dog, tail - tail, snake - snake.

Development Exercises

lexico-grammatical structure and coherent speech

Exercise number 8 "Second half":when reading, only the second half of the word is pronounced. The mental dividing line runs approximately in the middle of the word. This allows you to emphasize the end of the word as an essential part that needs the same exact perception as the beginning: reading, only, grass, straw, bed, saucepan, screaming.

Exercise number 9 "Guess"

I'll look out ... the sun .... Delighted ... young ... blue ..., zape ... and gathered ... into the forest. The old sparrow ... says ... that it's early bird ... zape ..., there will still be frost ....

Exercise number 10 "Make a proposal":

Make up sentences using the following phrases:funny puppy, ripe berry, forest lake.

The words in the sentence are mixed up, you need to put them in their places:smoke, goes, pipes, from; stand, vase, flowers, c.

Exercise number 11 "Missing words":

Now I will read you a story, but some words are lost in it. Try to find them.

Silence reigns in the dense _____. Black _____ covered the sun. The birds are silent. Here comes _____.

Exercise number 12 "Find the mistake":

Listen to the sentences and say if everything is correct in them:

In winter, apple trees bloom in the garden. In response, I nod my hand at him. I soon succeeded in my car. The boy broke the ball with glass.

Exercise number 13 "Action":

I will name the words, and you will say what this item can do:blizzard - sweeps, thunder, wind, snow, rain, sun.It is important that you choose as many action words as possible. “What else does the sun do? It doesn't just shine, does it?

Exercise number 14 "Sign":

If the object is made of iron, what is it:iron, paper, wood, snow, fluff, glass.

Exercise number 15 "Words-friends":

How else can you say about a sad person? Valuable - what is it? Hard?

Which word is missing:sad, mournful, dull, deep; weak, brittle, long, fragile.

Exercise number 16 "Words-enemies":

Say the opposite:cold, dull, spacious, raise, low, spring.

Exercise number 17 "One and many":

I will name one item, and you change the word so that it becomes many:lake, name, friend, person, table.

I will speak a word denoting many things, and you - one:leaves, well done, claws.

Exercise number 18 "Reduce":

Say the name of the small object:ball - ball, hand, flag, hat, sun, chair.

Exercise number 19 "Explain the word":letter, nail, brave, umbrella, diamond.

Exercise number 20 "Composing stories":

Make up a story based on a series of pictures;

Compose a story from the picture (based on the material of the manual by T.A. Tkachenko.

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II block. Development of optical-spatial representations

Exercises to differentiate the right and left parts of the body:

Raise your right hand; show a pencil with your left hand; take the book with your right hand, etc.;

Show the left eye with the right hand, the right ear with the left hand, etc. (speech version of Head's test).

Exercises for orientation in the surrounding space:

Determination of the spatial arrangement of objects in relation to oneself: “Show which object is to your right”, “Put the book to your left”, etc .;

Determination of spatial relationships between 2-3 objects and images: "Where is the book - to the right or to the left of the notebook?", "Put the book in front of you, to the left of it - a pencil, to the right - a pen."

Exercises for graphic reproduction of directions:

Arrange the card with the arrow, orienting it “top down”, “bottom up”, “right to left”, “left to right”; read directions:

Mark four points on the line, put a “+” sign from the first point - from below, from the second - from above, from the third - to the left, from the fourth - to the right:

Mark four points on the line, draw from the first point - an arrow down, from the second - to the right, from the third - up, from the fourth - to the left:

Letter recognition exercises in difficult conditions:

Letters stacked on top of each other:

Unfinished letters:

Shaded letters:

Stylized letters: M;

Mirror letters;

Letters similar in style, etc.

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III block. Development of temporal representations

Exercises on the topic "Year":

Guess the riddles by answering the question "When does this happen?"

Arrange (name) the names of the seasons in the correct sequence, starting with summer, winter, spring, autumn;

Arrange (name) the names of the months according to the seasons;

Find semantic errors in the sentences:

Harvested in the spring. Children love to swim in the lake in winter. On January 1, all students go to school. I was born in May, the first month of spring.

To memorize the names of the months, the following is suggested methodical technique, which is based on sound analysis and synthesis of words:“In winter, a dog came running and barked “DYAF-DYAF” ( December January February ). Spring is the time of the year MAM ( March April May ). In the summer, a donkey came to us and said "IIA" ( June July August ). Autumn is like a dream September October November )."

Exercises on the topic "Week":

Name yesterday and tomorrow if today is Tuesday, Friday, Sunday;

What do the names of the days of the week "Tuesday", "Thursday", "Friday" say;

In the text of K.D. Ushinsky "Lazy and diligent" insert the missing words "today" and "tomorrow":

"... I'll study, but ... I'll take a walk," says the lazy one.

"... I'll take a walk, but ... I'll study," says the diligent one.

To memorize the names of the days of the week, it is proposed to memorize Gianni Rodari's poem "Cossack":

Monday I woke up

And on Tuesday I yawned

On Wednesday stretched sweetly,

On Thursday, he fell asleep again.

I slept on Friday, Saturday

I didn't go to work

But on Sunday

Slept all day without waking up!

Exercises on the topic "Day":

What is the name of the meal at different times of the day;

Lay out in the desired sequence the cards with the name of the parts of the day;

Tell about the main points of the schoolchild's daily routine using adverbs: in the evening, in the morning, at night, during the day, first, then, earlier, later, often, rarely, early, late, more often, less often;

Ball tossing game: "Do you wash the plate first and then have dinner?" “I have dinner first, and then my plate.” etc.

Exercises on the topic "Family":

Comparison of concepts: grandfather - father - son - brother, grandmother - mother - daughter - sister;

Make up a story about your family using the concepts: older, younger, sister, brother, grandson, granddaughter, son, daughter, etc .;

Make a "Tree of Life" of your own family; Explain who you are to each family member.

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IV block. Development of rhythmic ability

Exercises based on coordinated body movements :

Exercise number 1 "Cross movements":slow walking on the spot at the expense of the teacher (should start with 5-10 steps with a gradual increase), during which the children alternately cross-touch the left elbow with the right elbow and the right knee with the obligatory fixation of the “elbow-knee” position.

Exercise number 2 "Mirror and shelf":synchronization of heterogeneous hand movements with the work of the oculomotor muscles (development of visual-motor coordination).

Position "Mirror" - the palm of the left hand is open and placed vertically. The thumb is set aside. The gaze is directed to the center of the palm.

Position "Shelf" - the palm of the right hand is horizontal. The thumb is tightly pressed to the palm. The middle finger is attached to the edge of the left palm at the base of the little finger. After the teacher's command, the children change the fixed position "mirror - shelf" and vice versa.

Particular importance is attached to the control of the position of the head and eyes: the gaze moves from the center of one palm to the other without any movement of the head.

Exercise number 3 "The sun and the cloud":change of dissimilar hand positions.

Position "Sun" - the right arm is extended forward, the palm is wide open.

Position "Cloud" - the left hand is extended forward, the palm is clenched into a fist.

After the teacher's command, the children change their hand positions.

Exercise number 4 "Lazy eight":synchronization of the work of hands and eyes.

The effect is achieved by drawing a figure eight in the air (its center is at the level of the nose) with the thumb first with the left and then with the right hand at the expense of the teacher (children) “and one, and two, and three, and four.” At the same time, the movement of the hand is followed by a look, for the concentration of which a mark is glued on the thumbnail.

The movement of the hand is controlled by the movement of the eyes, not by the head, which remains motionless.

Oral exercises ] :

Tapping rhythms (“Telegrapher”) according to a pattern or graphic scheme: symmetrical - !! !! !!, !!! !!! !!!; asymmetric - ! !!, !! !, !! ! !, ! !!!, !! !!!;

Repetition of parts of the day, seasons, days of the week, digital series in forward and reverse order;

The game "Balls": in front of the children, multi-colored balls (if not, then small toys) are put into an opaque tube (an elongated box). Task: guess in what order they will roll out of the opposite end of the tube (the number of balls is from 2 to 6). A more complicated version of the game: you need to guess in which strand they will roll out of the same end of the tube into which they were invested (for this you need to invert the row).

Exercises on written material:

Read the underlined syllable as if you were clicking on it: TA TA TA TA TA TA TA TA , now clap your hands like this: strong - weak, strong - weak ...;

Read and clap the English folk song:

Well, with me - my son John.

He went to sleep in his pants.

Bash ma chok he threw the forces away,

And in another, he slept all night.

Read and slap the line. Be careful. The loud syllable here is not the first, but the second: TA TA TA TA TA TA TA TA;

Read and clap the poem without underlining:

The frog loves to draw

But where in the swamp can you get paint?

The monkey wants to joke

Drown all books in the bath.

But the bath suddenly went for a walk,

And the books decided to fly.

Read and clap, not forgetting the pauses: TA TA TA TA TA TA.

The method of reading sentences with rhythm, i.e. by dividing words into syllables and pronouncing them evenly in the spelling variant (as they are written), is effective. The syllable-by-syllable rhythm, which is a kind of speech iteration, allows you to remember orthograms bypassing their conceptual conditioning.

This syllable-by-syllable "spelling" rhythmic pronunciation of words and phrases can be carried out: a) by ear, i.e. someone says a sentence in the usual way, and the child repeats it syllable by syllable; b) "from the point of view", i.e. first, the child looks at the word or sentence read by the adult, and then repeats it from memory by syllables or looking at the text. It is useful that the child not only speaks, but also listens to a rhythmic text spoken in spelling.

Slide 25

V block. Development of motor functions of the hand

Writing is a motor act in which its motor composition and semantic structure are distinguished. Therefore, the development of motor skills is of great importance. Non-traditional forms of work are effective: writing on sand, semolina and other cereals, plasticine, with two hands, paints without using brushes, etc. Good results can be achieved when working on the Magic Outlines program. Folklore material is also diverse, or rather pronunciation speech material with simultaneous "finger" movements (for example, "The magpie-thief cooked porridge ..."). The role of massage and self-massage of hands and fingers is great.

Self-massage of hands and fingers

It is desirable to accompany this massage with funny rhymes (“adverbs”), poems.

1. Massage of the fingers, from the thumb to the little finger.Rub with a toothbrush first fingertip, then slowly lower to its base.

I'll take a toothbrush

To stroke your fingers.

Get dexterous soon

Daredevil fingers.

2. Massage of the surfaces of the palms with hedgehog balls, jumpers.Twirl them in your hands, click on them with your fingers and “shoot”, competing in accuracy.

My ball does not rest

On the palm he walks.

I roll it back and forth

Left or right, as you wish.

Top left, bottom right

I ride it bravo.

3. Massage with hexagonal pencils.Skip the pencil between your fingers.

I roll a pencil in my hands

I twist between my fingers.

Surely every finger

I will teach you to be obedient.

4. Massage with walnuts.Roll two nuts between the palms.

Learned two nuts

Roll between fingers.

This will help me in school

Write even letters.

5. Massage with rosaries (beads on beads).Picking the beads develops the fingers and calms the nerves.

At home I'm alone (alone) missed (a),

I got my mother's beads.

I sort out the beads

I develop my fingers.

The curriculum in the primary grades is saturated, its assimilation by children with deviations in speech development is difficult. Therefore, the speech therapist does not give tasks in excess of the program material, does not overload children with additional information. For example, when automating sound R on the educational material in the Russian language, the speech therapist offers children the following tasks:

Make sentences with these words, etc.

slide 26

A speech therapist and a primary school teacher should present uniform requirements for a student with speech deviations. This requires:

Accounting for the structure of the violation and the selection of appropriate speech material for each student (both in speech therapy classes and in the classroom);

Accounting age features children;

Presenting program requirements for students, taking into account possible specific (speech) errors and providing advanced assistance to prevent them;

Implementation of an individual approach against the background of collective activity;

Consolidation of knowledge and skills acquired both in speech therapy classes and in the classroom;

Making education educative;

All-round development of the student's personality.

These requirements helpincrease the effectiveness of speech therapy work and better assimilation educational material these children.And mutual attendance of lessons and speech therapy classes help to develop such unity.

For timely warning and detection of writing disorders, a speech therapist periodically analyzes the written work of children (usually during holidays) and draws the teacher's attention to errors caused by speech deviations, which should be distinguished from simple grammatical errors.

In order to promote their classes, a speech therapist conducts individual and thematic consultations for teachers on the development and correction of students' oral and written speech. Relationship in the work of speech therapists and primary school teachers is also carried out at methodical associations. The speech therapist makes presentations here, holds discussions on topics of interest to teachers (for example, "Types of speech disorders and their impact on the assimilation of the curriculum").

Slide 27

Stage 4 - evaluation

Stage tasks:

Summarizing;

Analysis of correctional and educational work;

Definition of perspective further activities.

The result of the commonwealth of a teacher and a speech therapist is an increase in the academic performance and quality of knowledge among schoolchildren who had speech disorders at the beginning of the school year.

In conclusion, we can say that the timely identification of children with speech disorders, properly organized work in close cooperation between the teacher and the speech therapist are of great importance in a general education school.

Interaction between a speech therapist teacher and a primary school teacher in mastering by younger students

with speech disorders PEP LEO

A primary school teacher is a conductor of children in the world of knowledge, a person who has an overwhelming influence on the child, on his spiritual and intellectual development. If we consider the role of a primary school teacher in the lives of students with speech development disabilities, then its importance can hardly be overestimated. That is why, when correcting speech disorders in younger students, it is not at all superfluous, if not necessary, to build and structure the process of interaction between the teacher and the speech therapist. With mutual interest and purposeful work, this tandem can significantly improve the quality of work and improve student achievement. I propose to consider in more detail all the advantages of this interaction.
Let's start at the beginning of the school year. After the diagnosis, the speech therapist introduces the primary school teacher to the results of the diagnosis. It reveals to the teacher the features of the speech development of a child, its potential, as well as possible difficulties in learning that will occur with certain speech defects. Also, at this stage, the speech therapist introduces the primary school teacher to the areas of correctional work in order to harmonize certain topics studied under the writing program and the Russian language.

After all the children enrolled in the speech therapy group have passed speech diagnostics, a speech therapist draws up a class schedule and introduces it to primary school teachers. Since the primary school teacher is most of the time with the children, it is in his power to control the attendance of speech therapy classes. In addition, it would not be superfluous to note that the class teacher is responsible for attending classes by children along with a speech therapist.
In addition, a speech therapist conducts systematic conversations and consultations with teachers, the purpose of which is to create the most comfortable atmosphere for children with speech development disorders by conveying certain types of information to teachers. Conversation topics might look like this:

"Types of speech disorders". The speech therapist introduces the teacher to the types of violations of oral and written speech, with the etiology and manifestations of these pathologies.

"Pedagogical tact in relation to children with speech development disorders". The speech therapist dwells in detail on psychological features children with speech disorders encourages the teacher to be more tolerant of such students.

"Individual approach against the background of collective activity". The speech therapist encourages the teacher to pay special attention to children with speech disorders. Of course, ideally, the teacher should find an individual approach to each student, but speech children most urgently need this.

"Methodological recommendations for working with children with speech pathology". The speech therapist introduces the teacher to some types of work that contribute to a positive influence on the development of children's speech. These can be games for the development of coherent speech, the grammatical structure of speech, as well as phonemic hearing. It is worth noting that such exercises will benefit not only children with speech pathology, but also their normatively developing peers.

"Consolidation of acquired speech skills." The speech therapist explains to the teacher the need to consolidate the skills acquired in speech therapy classes. Such work can be carried out both in the classroom and outside of school hours. At this stage, it is important to convey to the teacher that joint work will increase the effectiveness of speech therapy classes, and, therefore, affect the school performance of students.

Among other things, a primary school teacher can draw the attention of a speech therapist to children who, for one reason or another, are not registered at the speech center, but have speech pathology. It's about about those children who moved from other schools and got straight into the second or third grade. As a rule, a speech therapist from the first grade supervises children with speech disorders, draws up lists, puts children on the waiting list who did not get to the speech center. Children who come later often fall out of sight of a speech therapist. A primary school teacher can identify children who have disorders in the formation of the speech system and refer them to a speech therapist for diagnosis.
By means of joint work of a primary school teacher and a speech therapist, you can track the effectiveness of the work. These can be the observations of the teacher in the classroom, the observations of the speech therapist attending the lessons, as well as the analysis of workbooks on writing and the Russian language.

Ideally, graduation from the speech therapy group should also be carried out after a detailed joint analysis of the speech dynamics of each of the students by a speech therapist and a primary school teacher. Since, often, the work to consolidate certain speech skills does not require the active work of a speech therapist, a primary school teacher can come to the rescue. In this case, the child can successfully study at school without attending speech therapy classes, and his place at the speech center will be taken by a child who is in dire need of prompt speech therapy assistance.
Thus, the interaction of a primary school teacher and a speech therapist has only a positive impact on the education of children with speech disorders and is necessary to optimize the educational process.

To make the work of a speech therapist more effective, he needs a close relationship with the primary school teacher.
Speech therapist and primary school teacher single goal of remedial education: provide quality education to students.
But the various tasks are complementary to each other: speech therapist eliminates speech defects, develops oral and written speech to a level at which the child could successfully study at school; primary school teacher continues the speech development of the child, based on the skills and abilities acquired by him, acquired in the process of speech therapy work.
The relationship in the work of a speech therapist and a primary school teacher is carried out in stages:

School speech therapist

Primary school teacher

Conducts a complete examination of the state of speech of first-graders with speech disorders, and acquaints the teacher with its results.

Starts planning remedial work, taking into account the program requirements for the Russian language, reading and other subjects, the sequence and time of studying certain topics.

Participates in the work of methodological associations of primary school teachers.

Conducts consultations for primary school teachers.

Introduces the speech therapist to the curriculum and standard of primary education.

Reports on the applied methods, techniques and technologies of teaching.

Stage 2 - preparatory (October)

Together, the primary school teacher and speech therapist clarify the prerequisites for acquiring literacy created in the learning process. Development work in progress mental operations(analysis, synthesis, comparison, comparison). Work is underway to develop the properties of attention and memory. Measures are being taken to correct handwriting (with the possible use of age-adapted exercises aimed at developing fine motor skills).

Periodically informs primary school teachers about the specifics and content of corrective work with children enrolled in classes.

Shows the primary school teacher speech therapy techniques that are practiced in speech therapy classes.

For timely warning, detection of writing violations, it analyzes the written work of children and draws the attention of the primary school teacher to errors due to speech deviations, which should be distinguished from simple grammatical errors.

Conducts individual and thematic consultations for teachers on the development and correction of oral and written speech of students.

Provides information about student progress.

With the help of a speech therapist, he controls the correct speech of children, participates in the education of their self-control.

Helps the child in arranging an answer in the classroom and in organizing the student's speech communication with peers.

Interrelation in the work of speech therapists and teachers elementary school It is also carried out at joint methodological associations, meetings where various organizational issues are resolved, best practices are studied.

Stage 4 - evaluation (May)

Analysis of corrective work.

Conducting an analysis of educational work.

Joint determination of the prospects for further activities.

Interaction between teacher and speech therapist

during the formation of the skill of expressive reading

To optimize the teaching of reading to younger students, methods of pedagogical influence are needed to activate cognitive processes: the use of educational games and game tasks, the creation of entertaining situations, the introduction of elements of surprise and novelty. Primary schoolchildren with speech disorders have a limited vocabulary, underdeveloped fine motor skills.

Many are also distinguished by the fact that they have a weak, quiet, inexpressive voice. Excessively quiet or hasty reading, as well as slurred pronunciation of words, lead to the fact that the listeners hardly understand what is being read and the reader himself is deprived of the opportunity to control the process of his reading. The revealed facts encourage the search for such forms of work on the development of intonational expressiveness that would help the child to successfully communicate with peers and adults, bringing emotional satisfaction.

To make the work of the primary school teacher more effective, it is advisable to organize the joint work of the teacher and the speech therapist. Their interaction goes through the mutual attendance of lessons and speech therapy classes, the participation of a speech therapist in the methodological association of primary classes, advisory activities, the development of uniform requirements for children's speech, and the teacher's control over the correctness of students' speech (see Diagram 1).

Of particular relevance is the joint work of a teacher and a speech therapist on the expressiveness of speech in reading lessons. Expressiveness is one of the most important qualities of good reading. Expressive reading involves the development of certain skills in students related to the pronunciation culture of speech. This is the tone, strength and timbre of the voice, rhythm, tempo of speech, logical stress.

The most important prerequisites for the expressiveness of reading is the state of the reading skill: consciousness, correctness, reading speed, loudness and mobility of the voice, correct breathing when reading, diction, correct pronunciation, compliance with word stresses. In the future, all means of working on the expressiveness of speech are actively included by the teacher in reading lessons. The teacher, on the instructions of the speech therapist, at a five-minute speech warm-up gives the children special tasks for breathing, onomatopoeia. Pupils repeat tongue twisters and tongue twisters, perform speech exercises, read separate fragments of the text in unison.

Speech charging - this is a system of exercises aimed at the correct reproduction of syllabic structures and words that can cause difficulties for students when reading the text, it perfectly serves the purpose of correcting the child's personality. At the moment of choral reading, students are aware of themselves as part of the class team. Closed, uncommunicative, children in joint activities behave more freely, relaxed. Regular speech exercises instill in students the belief that any difficulties associated with reading can be overcome.

Reading for the teacher - one of effective techniques used by the teacher. At the same time, each sound is clearly pronounced. The semantic interpretation of individual words and phrases enriches the vocabulary of students. The selection of bright, emotional poems creates a joyful mood for the whole day, contributes to the full perception of educational material in the lesson. Clear pronunciation, typing develop spelling vigilance, increase the pace and quality of students' reading. As a result, all students cope with the norm of reading.

role reading - Children prepare for such reading with a self-training teacher, where they think over costumes, which increases interest in staging.

Since some children have an unstable psycho-emotional state, it is necessary to maintain their steady attention and interest throughout the lesson. The main emphasis is on theatricalization of fairy tales, where children transform from heroes, conveying the habits and character of animals with voice and gestures, and become liberated not only in speech, but also in movements. In songs used in fairy tales, in their smooth singing, it is easier for students to pronounce the set sounds. The main goal is the development of intonational expressiveness and communication skills of students.

We will go to the forest

(children march)

Let's call the children: "Ah! Ay!

(hands mouthpiece)

Early - early in the morning

Shepherd boy: "Turu - ru - ru!"

And the cows follow him

They moaned: "Moo-muuu."

I. Tokmakova

There was silence

silence,

silence,

Suddenly

in a whisper

She was replaced by a roar of thunder,

And now it's raining

Quietly -

do you hear?

Draped, dripped, dripped on the roof.

He's probably going to drum now.

Already drumming.

Already drumming!

Very loud

Pitch Development is one of the important means of expression. Games that develop the pitch of the voice liberate the child's vocal apparatus, cause him a joyful rise in mood, and activate emotional reactions.

Examples of game exercises.

CUCKOO

KUKU KUKU

KUKU KUKU KUKU

ROOSTER

KU

RE

KA

KU

Development of intonation-expressive side of speech. Staging of poems, fables, fairy tales accessible to children (“Gingerbread Man”, “Turnip”, “Three Bears”).

Of great importance for the expressiveness of reading is the correctness and accuracy of logical stresses.

A poem about stress (children must put a hammer over the stressed syllable).

In the land of syllables and words

order is strict

Every word has

percussion syllable.

It is called percussion because

As if with a hammer

hit -

And in every word

repeat.

A. Usachev

Imitation of the voices of the heroes of fairy tales, fables; reading nursery rhymes, riddles, counting rhymes, proverbs - all these exercises develop the melody - intonation side of speech. The presence of a melody in speech when reading aloud is one of the important indicators of the expressiveness of reading. The movement of the voice up and down the sounds of different pitches in the spoken language of children is very noticeable.

The melody colors the words with various shades of feeling and thought: condemnation, disappointment, hatred and approval, admiration, respect, love.

Intonation gives emotional coloring to speech, organizes the semantic side of speech. An infinite variety of intonations is achieved by changing the pitch, strength, timbre of the voice; the elimination of nasalization improves the expressiveness, richness and beauty of the child's speech.

Together with the children, a performance based on the fairy tale "Zayushkina's hut" was staged.

As a result, positive results were noted:

The fairy tale disciplined the excitable children, but activated the passive and timid ones;

In a fascinating form of work, without coercion, the automation of sounds takes place;

Interest in positive results unites speech therapist and teacher in their work.

Speech therapy lesson

Topic: Retelling of the fairy tale "Zayushkina's hut".

Goals: the formation of the ability to retell fairy tales close to the text; activation of the vocal apparatus, speech breathing, removal of excessive tension; creating a situation of success.

Equipment: painting "Spring", didactic cards, subject pictures: cow, mosquito, dog, cat; a series of pictures based on the fairy tale "Zayushkina's hut".

Course progress.

Organizing time.

Today we will learn to speak beautifully. Do you want it?

2. Reporting the topic of the lesson.

1) Examination of the painting "Spring".

What season is shown in the picture? Why do you think so? Name all the signs of spring.

2) Articulation gymnastics:

Hygienic massage: light stroking from the forehead to the bridge of the nose; the movement of the hands when washing, from the neck towards the torso;

Imitation of chewing. To work well in the classroom, you need to eat well (imagine that you eat an apple rich in vitamins);

Lip movement: "tube - smile";

The movement of the tongue (“tongue in the sun”: lay, lay, froze, hid, looks out through the fence, decided to see what was happening around);

- "horse" - clicking with the tip of the tongue (let's go to the forest);

Activation of the soft palate (we drive the horse to ride more fun):

a a a;

uh uh;

ae ae ae;

ah ah ah.

But look who we met in the forest?

(Cow).

How does she mumble?

"Cow moo":

MU - big cow;

mu is a calf.

3) Breathing exercises:

c f f s w l r b e g n t k x l;

s r t c k g w d f f g h h b k;

k l n g v r m s k v j z n t.

And here are the first flowers.

How do they smell?

Deep breath through the nose - sniffed.

But the annoying mosquito woke up - ZZZZZZZ.

The task of a speech therapist is to eliminate speech defects and develop the child's oral and written speech to a level at which he could successfully study at school. In turn, the teacher continues the speech development of the child, relying on the skills he has acquired, i.e. there is an integration of speech therapy work and the educational process.

Dysgraphia? The first mentions of violations of writing are found as early as 1798, but the term "agraphia" (from the Greek "a" - negation, "grapho" - I write) appeared only in 1865, thanks to the French doctor V. Benedict. In relation to children, doctors use the term "dysgraphia".

Violation of the writing process - Dysgraphia. Partial violation of the writing process, in which persistent and recurring errors are observed: distortions and replacements of letters. Violation of the reading process - Dyslexia. Partial violation of the reading process, manifested in repeated errors of a persistent nature. How to detect such a student in your class in time, how to recognize specific problems in a child, what to do about it, how to help, and most importantly, how to prevent these problems.

Causes of occurrence Hereditary predisposition. long-term somatic diseases incorrect speech of others lack of speech contacts bilingualism in the family insufficient attention to the speech development of the child by adults pathology of pregnancy, childbirth, asphyxia childhood infections, head injuries.

In the absence of timely assistance by the 6th-7th grade, the number of specific errors may decrease, but the number of spelling errors will increase many times over. Often, middle-level students are diagnosed with dysorphography in its pure form or with elements of dysgraphia.

Forms of dysgraphia Articulatory, that is, writes as he says Acoustic writes as he hears, confusing voiceless and voiced sounds (for example, “dup” instead of “oak”, “kovta” and not “jacket”, etc.), solid and soft (“hurts”, “bridge”, “letter”), as well as hissing and whistling (for example, “squeak” instead of “squeak”). Optical-spatial unformedness of spatial representations and synthesis of information from different analyzers. Agrammatical misuse of endings, prepositions, errors when changing words in cases, numbers, difficulties in coordinating words with each other. Motor is associated with movement disorders. It manifests itself in underwriting words, the appearance of extra, double or even triple letters, omissions of letters and syllables.

Prerequisites for impaired writing and reading 1. If the child is left-handed. 2. If he is a retrained right-hander. 3. If the child attended a speech therapy group. 4. If the family speaks two or more languages. 5. If the child goes to school too early (learning to read and write unjustifiably earlier sometimes provokes the occurrence of dysgraphia and dyslexia.) This happens in cases where the child has not yet become psychologically ready for such learning. 6. If your child has problems with memory, attention. 7. Mixing letters by optical similarity: b-p, t-p, a-o, e-z, d-y. 8. Errors caused by impaired pronunciation, the child writes what he says: leka (river), suba (fur coat). 9. With impaired phonemic perception, they mix vowels o-o, yo-yu, consonants r-l, y-l, paired voiced and deaf consonants, whistling and hissing, sounds c, h, u. For example: tynya (melon), cranberry (cranberry). 10. Omissions of letters, syllables, underwriting of words. For example: prta - school desk, moko - milk, cheerful (cheerful).

The rules of the favored regime are the refusal to check the child's reading speed. you can not give exercises in which the text is written with errors (to be corrected). the “more reading and writing” approach will not work. Smaller is better, but better quality. Do not praise much for small successes, it is better not to scold or be upset when something does not work out for the child. How can a teacher help?

What can not be done! The approach to a child suffering from dyslexia and dysgraphia should be completely different. oral work: exercises for the development of phonemic perception, sound analysis of the word. Dictation here will only bring harm. Numerous mistakes that will inevitably be made when writing them are fixed in the memory of the child.

Uniform requirements for the child taking into account the structure of the violation and the selection of appropriate speech material for each student (both in speech therapy classes and in the classroom); taking into account the age characteristics of children; presentation of program requirements for students, taking into account possible specific (speech) errors and the provision of advanced assistance to prevent them; implementation of an individual approach against the background of collective activity; consolidation of knowledge, skills and abilities acquired both in speech therapy classes and in the classroom;

Prevention of dysgraphia. 1. "Find the letter." After 2-2.5 months of such exercises (but on condition - daily and no more than 5 minutes), the quality of writing improves. 2. "short pencil dictations." Do not correct errors in the text, but only mark in the margins. Then give a notebook to correct the child. 3. "exercises for slow reading with pronounced articulation and writing off the text." 4. automation of delivered sounds, "self-control of the child" 5. exercises for the development of phonemic perception.

Recommendations for parents. 1. Writing, reading: not in one go, but intermittently, breaking the text into parts. 2. Exercise "Correction test" 3. Games for the development of phonemic perception, sound - letter analysis, development of memory, attention.

The World Declaration on Child Survival, Protection and Development states: “The children of the world are innocent, vulnerable and dependent. They are also inquisitive, energetic and full of hope. Their time should be one of joy and peace, play, learning and growth. Their future must be based on harmony and cooperation…”. All teachers, including speech therapists and primary school teachers, should build their relationships on harmony and cooperation.

The relationship between the work of a teacher-speech therapist
with parents of preschoolers with OHP

(methodical development)

Orlova Olga Anatolievna,
teacher speech therapist

Currently, there is a steady increase in the number of children with problems in speech development. Therefore, the issue of an integrated approach to the correction of speech and mental development is the most relevant.

The family is the first step in the child's mastery of his native language - the means and source of the child's moral, aesthetic, intellectual, emotional development, the formation of his harmonious personality.

Outstanding teachers were convinced that the main educators of a child in preschool age are parents. For the proper upbringing of children, they provided parents with pedagogical literature and didactic aids.

Ya.A. Comenius created the world's first encyclopedia for mothers, I.G. Pestalozzi - a guide for mothers. K.D. Ushinsky believed that parents should read pedagogical literature and gain knowledge in communication with teachers. V.A. Sukhomlinsky spoke about the continuity and unity of family and social education based on cooperation between parents and teachers. L.F. Ostrovskaya, T.A. Markova, N.F. Vinogradova and others developed the content and forms and methods of work of the preschool educational institution with the family (visiting the family, consultations, conversations, parent meetings)

Teachers working on the upbringing and education of children with speech disorders (Khvattsev M.S., Zhukova N.S., Filicheva T.B., Chirkina G.V., Mironova S.A., Kashe G.A. and others .) say that the participation of parents in the educational process creates favorable conditions for the speech development of the child, but in order for it to be effective, work with parents must begin at an early stage and be well planned. To do this, it is necessary to create a favorable microclimate and involve parents in the educational process.

Delays in the formation of speech are due to a number of factors. One of them is the unfavorable influence of the language environment, that is, insufficient verbal communication between the child and the mother. Studies show that the occurrence of speech disorders in children is to some extent related to the style of their communication with their mother: the more pronounced maternal coldness is when communicating with a child, the higher the likelihood of speech disorders. Thus, the features of the speech strategy of an adult can stimulate or inhibit the speech development of a child.

In the process of interaction with families, it is quite often revealed how little parents pay due attention to overcoming a speech disorder in a child: they do not notice shortcomings in his speech, do not attach serious importance to them, believing that everything will improve with age. Ensuring a close relationship between parents and the teaching staff is the most important aspect in the correctional and educational activities of the GBDOU. Purposeful, systematically planned, integrated work of the teaching staff and the conscious interest of parents will significantly increase the effectiveness of training. Lack of purposefulness or unsystematic work with parents leads to aggravation of children's speech and communication difficulties. The randomness of educational influences on the child in the family and the shifting of responsibility for the child's speech success to the speech therapist and educators do not contribute to the establishment of a respectful position in communication between teachers and the child, they form a negative or indifferent attitude towards pedagogical influences in the preschooler.

In this way, relevance The chosen topic is that modern parents need the constant help of a teacher - a speech therapist to solve the problems of the child's speech development. In order to increase the level of speech development of the child, it is necessary to purposefully and systematically work on the speech development of children, which should include training parents to communicate with children in game form. Also, in the GBDOU and the family, conditions should be created for the general and speech development of children.

Parents themselves are often removed from work to correct speech defects, as they do not have the necessary knowledge and skills and enough free time to work with children at home. Hence arises problem: parents need to be given a certain level of knowledge and skills on the speech development of children.

Contradiction the chosen topic is as follows: work with the family of teachers - speech therapists consider it necessary and at the same time not everyone is ready for it. More often, communication is based on the level of mutual claims or formally. For the successful speech development of the child, other relationships are required between the family and the teacher - a speech therapist, namely, cooperation, interaction, trust. All this requires a revision of the content and forms of work with parents. In corrective work, it is important to make parents not only your allies, but also helpers.

Objective: search for effective forms of interaction between a speech therapist teacher and parents.

object of this work is the level of pedagogical culture of parents.

Subject: forms and methods of work of a speech therapist teacher with parents

Hypothesis: the relationship between the work of a speech therapist teacher and parents will contribute to their active involvement in the correctional process if:

• 
  the work will be built purposefully, systematically, planned, contain different forms;
• 
  speech therapist will have an individually - differentiated approach to each parent and child;
• 
  parents' attention will be drawn to those corrective and pedagogical tasks that are carried out in work with children;
• 
  the relationship between parents and the speech therapist will be friendly, and their common goal will be aimed at correcting the speech disorders of the child.

Tasks:

1. 
   To study and analyze the position of parents in relation to the child and his speech defect.
2. 
   Choose the most optimal forms and methods of interaction with the family, taking into account the individuality of each parent.
3. 
   It is rational to plan work with parents, contributing to their active involvement in the correctional process and to test it in practice.
4. 
   Determine the effectiveness of our chosen forms of work with parents

Position study and analysis

parents in relation

to the child and his speech defect,

their pedagogical knowledge.

The success of remedial education is largely determined by how clearly the succession of the work of a speech therapist and parents is organized. They should become employees, colleagues, assistants to each other, solving common problems. And for this we need to get to know the family of the pupil better, taking into account: the role of all family members in the upbringing of the child; type of family education; the position taken by the parents in relation to the child.

An important role in integrated work Parental questionnaires play with the family, which allows you to analyze the relationship between adults and children in the family and plan work with parents on academic year, and also, to study the adequacy of the position of parents in relation to the child and his speech defect, and pedagogical awareness. Based on the family study technology proposed by O.V. Solodyankina, parents were asked to fill out a questionnaire with questions like: Which of the parents does the child prefer? Who is more involved with the child? What traits bother you about his character? Does the child come to you for help, etc. After the survey, the relationship between adults and children in the family was analyzed. Thus, 50% of parents have different requirements for the child, 31.25% of parents rarely communicate with children, mostly grandmothers communicate with them, 12.5% ​​of parents have a lack of communication with children, and only 6.25% have the same requirements for the child. .

Thus, the analysis of the results of the survey helped to divide the parents into 4 groups.

1 group: parents can only identify certain phenomena and facts of the child’s behavior, as a rule, they rarely deal with the child, they don’t notice a speech defect, they let everything go by itself (25% of parents)

2 group: parents express their emotional attitude to facts, worry about a defect, take a position of excessive guardianship and control, not giving the child the opportunity to show their interests (43.75% of parents)

3rd group: parents try to give an analysis of the phenomena to reveal the essence of the problem, accept the defect of the child, but they lack elementary pedagogical literacy. (25% of parents)

4th group: parents are quite well pedagogically aware and competent (6.25%)

Thus, the results of the analysis show that the majority of parents show a low level of pedagogical awareness. Often they are concerned about the child's stay in the speech therapy group, they believe that the defect is not so serious and can go away spontaneously. Most parents notice only violations in the pronunciation side of speech, but do not take into account the imperfection of the lexical and grammatical structure of speech, violations in the reproduction of the syllabic structure of words. And therefore they do not try to maintain a close relationship with the teachers of the group, do not see the point in doing homework with the children at home, and thus do not try to become participants in the pedagogical process.

Therefore, it is necessary to carry out educational work, set up and draw the attention of parents to the problem of the child, help them perceive their child correctly, teach them to act together, make the same demands for the successful correction of speech disorders. Given the individuality of each of the parents and their belonging to a certain group, it is necessary to rationally plan work with parents to overcome speech disorders in children.

Main part

No matter how significant changes in the child's speech occur in the classroom with a speech therapist teacher, they will become significant only if they are transferred to a real life situation. No positive dynamics in the course of corrective action can lead to the achievement of the expected effect if changes in the child's speech development do not find understanding, response, appreciation from parents, if significant, beloved people do not see the meaning of these changes. It is necessary to initially inform parents about the development of the child's speech, about the features of the formation of his speech, the structure and content of correctional speech work. The task of a speech therapist teacher is to help parents realize their role in the process of child development, choose the right direction for homeschooling, equip them with certain knowledge and skills, methods and techniques for overcoming speech impairment, fill homework with children with specific content to assimilate and consolidate the knowledge gained. Work speech therapist teachers with the parents of children is defined as mandatory and is an integral part of the program for the education and upbringing of children with speech development disorders.

Target work with parents - to activate parents, draw their attention to those correctional and pedagogical tasks that are carried out in work with children, making the upbringing of the child in the family more consistent and effective.

Expected results:

1. 
   Participation of parents in educational work
2. 
   Improving the pedagogical culture of parents

Tasks, which I set while working with parents during the school year:

1. 
   Establish partnerships with the family of each child, create an atmosphere of common interests and emotional mutual support;
2. 
   To increase the literacy of parents in the field of developmental and correctional pedagogy, to awaken their interest and desire to participate in the upbringing and development of their child;
3. 
   To form in parents the skills of observing the child and the ability to draw the right conclusions from these observations;
4. 
   Help parents choose a confident and calm parenting style in order to create comfort and security for the child in the family;
5. 
   To instill in parents the habit of being interested in the process of child development in various activities from teachers, to seek help in matters of correction and education.

Success in the upbringing and education of children in GBDOU largely depends on how the pedagogical education of parents is organized. This is especially important in speech therapy groups, as parents should be able to complete tasks at home.

For purposeful and systematic work with parents, a plan was drawn up indicating the form, topic and purpose of the work. Planning is made for the entire academic year by months (from September to May). Each month has a specific theme (eg November's theme is "Finger Gymnastics"). Before planning work with families, in addition to studying the level of awareness of parents on the problems of speech development of children, I identified a range of issues that make it possible to plan work taking into account the interests and desires of parents.

Guided by the possibilities of parents, their interests were chosen the most optimal forms of work for our group. They can be divided into 2 types: educational and practical.

Educational forms of work with parents:

1. 
   parent meetings
2. 
   Information publications, stands, folders (bulletin "Useful book for parents", monthly newspaper "Cribs for the family", photo newspaper "In the world of children", stand "Steps to school")
3. 
   Individual conversations
4. 
   Information basket "Box of questions"
5. 
   Consultations: general education

Practical forms of work:

1. 
   Homework (diary of a beautiful and correct speech, speech therapy notebook)
2. 
   Seminars - workshops with the participation of children
3. 
   Open classes for parents (individual and frontal)

I will dwell on each form of work in more detail.

Group parent meetings held 3 times: at the beginning, middle and end of the academic year. It is they who help unite parents, aim them for help, and actively engage in the process of raising children. We pay special attention to parent-teacher meetings, we carefully prepare for their holding, we analyze each meeting. At the first group parent meeting, parents are explained that adult family members are responsible for creating the child’s motivation to study at home, conducting classes with the child in various forms outside the kindergarten, taking additional measures in the presence of violations accompanying the main defect (observation and treatment by specialists in case of increased intracranial pressure, MMD, massage - in violation of muscle tone, etc.). The meeting is scheduled at a time convenient for the parents. The topic of the meeting is announced in advance so that they can familiarize themselves with it and discuss it with each other. It is extremely important for me and the educators of the group to explain to parents the need for intensive, daily work with their child on the instructions of the teachers. Only in this case the best results are possible. If parents themselves are not able to assess the situation and understand the importance of their role in the education and upbringing of the child, then we should help them become the most interested, active and effective participants in the correctional process. As a rule, at the second and subsequent meetings, the results of the work done are summed up, and an action plan for further correction of speech disorders is highlighted.

Traditional forms of work with parents are not very convenient, as they require a certain amount of time to get acquainted with them. Therefore, in order to more effectively cooperate with families, we decided to publish for parents the newsletter “Useful Book for Parents”, the monthly newspaper “Cribs for the Family”, which they can get acquainted with at home. Bulletin "Helpful book for parents" issued once a year and contains information about what the child should learn in the school year; compiled taking into account

software requirements. Often, parents do not even know what their child should be able to do, but at the same time they demand unbearable things from him. This bulletin just aims at what children should learn, what they should develop, form in each section of the program and speech development in general.

It is advisable to work with parents in two forms, written and oral. It is necessary to emphasize the advantage of the written form. First, addressing only verbally takes a lot of time. Secondly, parents are not able to keep in memory all the information that they consistently receive from teachers. And, thirdly, in order for parents to be able to comprehend the recommendations received and follow them, they must first be convinced of this, offer a certain algorithm of actions and equip them with a reminder that will allow them to carry out these actions consistently and accurately. Therefore, the group is issued once a month newspaper "Cribs for the family". It is subject to a specific theme. So, 7 magazines are published per year on various topics: “Articulation exercises”; "Finger gymnastics"; Phonemic hearing is the basis of correct speech; “Is your child ready for school”, etc. (see Appendix) Each parent can take the newspaper home and read it at home. The publication of newspapers made it possible to cooperate more fruitfully with parents who are happy to get acquainted with their content, share their impressions with each other, their experience on a particular problem, and also ask us questions that have arisen. Feedback from parents about this form of work is positive.

Photo newspaper "In the world of children" presented in the form of photographs of children in the classroom, in sensitive moments, each photograph is accompanied by an explanation. With the help of this newspaper, parents can visually get acquainted with the work that is being done with children in the group. The newspaper changes twice a year. Parents and children really like to look at the photos and share their impressions.

Stand "Steps to the school" This stand reflects in a concise form the content of the main points of remedial developmental education: advice to parents on doing homework, memos, etc.

Individual work has the advantage over collective work that allows you to establish closer contact with parents. Therefore, in my practice, I use this type of work with parents, such as individual conversations. In a conversation with parents, one can identify those problems that they are interested in raising a child, correcting speech disorders. The interview can be held throughout the school year and with each parent. Often, parents in individual conversations ask questions directly related to the problems of their child's development, they talk about the difficulties that they have in educating and correcting speech disorders. During the conversation, parents receive advice and recommendations. The conversation must be conducted tactfully: its task is to help the family in raising a child.

Information basket "Box of questions" organized in order to obtain those questions that are relevant for parents. The basket is presented in the form of a box with a slot, where parents put their question or proposal on the work of the group in writing. Questions can be anonymous. As a rule, parents receive answers to questions during individual conversations or consultations.

Consulting-universal education in the joint work of a speech therapist and parents are important. They assume a theoretical acquaintance of parents on a particular issue. Carried out as scheduled. The topics of consultations are determined for the entire academic year. . It is important to build consultations - general education in such a way that they are not formal, but, if possible, involve parents in solving problems, develop our cooperation, since a modern parent does not want to listen to long reports of a teacher. Consultations should be extremely clear, contain only the specific material necessary for parents, and be carried out not for show, but for the good of the cause. The most relevant topics for consultations - general education are - "Doing homework", "Speech games at home", "Automation of sounds at home", etc. An exhibition of manuals, didactic games is organized for consultations. Parents can use the selection of practical material. Parents can also share their experiences with each other during consultations-all-education.

Diary of beautiful and correct speech is a regular notebook. It contains individual homework for the correction of sound pronunciation. Completing tasks in the diary allows you to increase the time and frequency of speech exercises, to achieve a quick and stable result. On the first page in the diary, a sound pronunciation screen is displayed, which shows the number of disturbed sounds in a child and the dynamics of correcting sound pronunciation. Parents see how the process of correcting sounds is progressing. This is indicated by the letters: “P” - the sound requires staging; we perform articulation exercises "A" - the sound requires automation in syllables, words; "D" - sounds need differentiation; "C" - it is necessary to monitor the correct pronunciation of this sound in independent speech. Thus, using the screen, parents can clearly see which sound has not yet been delivered, which is being automated, and which has been introduced into speech. The diary also describes articulation exercises that can be performed with a child at home in front of a mirror. Homework is pre-worked out individually in a session with a speech therapist, and checked at the next one. If the child does not yet perfectly perform this or that task, then it is given again. Parents perform the recorded task until an assessment (sticker) appears in the notebook. The task is considered learned when, at the request of a speech therapist, the child can easily pronounce the set sound, name pictures, repeat sentences, verses, etc. without prior preparation and searching for the necessary articulation. Parents note the convenience, accessibility, visibility, consistency, systematic, individuality for each child of such records. Yes, at

Using a diary and the help of parents, the consolidation of pronunciation skills is more productive. The phonetic diary encourages parents to do homework with their children in a timely and high-quality way. And the stickers in the notebook make the child want to strive for the best results.

Lexico-grammatical difficulties occupy a special place in the structure of the speech defect in children with OHP. In correctional and developmental work to overcome them, various techniques and methods are used. I have compiled speech therapy notebooks, to do homework by children with parents. The purpose of such tasks is to consolidate the speech skills and abilities acquired in the process of speech therapy classes. Many speech therapists argue about the need to maintain a speech therapy notebook, because all knowledge is given in speech therapy classes. But in order to better consolidate the correct grammatical categories in speech, it is necessary to constantly train, and training not only in kindergarten, but also at home with loved ones will give a more positive effect in the speech development of children. Another goal is to involve parents in active participation in the correctional process to overcome a speech defect in a child. It is the parents who organize free communication during joint walks, conversations, shopping trips, etc. The participation of parents in this type of activity is a powerful incentive in the formation of the child's speech skills. Parents get the opportunity to be constantly aware of the child's speech problems, monitor his progress, and contribute to the correctional and developmental process. The success of correctional work depends on the conscientious attitude of parents to doing homework. For convenience, the notebook contains the necessary recommendations, rules for completing tasks. It is recommended to perform the exercises in a playful way, on walks, in ball games, and then only write down the answers of the children. Also, parents need to create a learning area for the child at home in order to complete tasks for the development of fine motor skills. The compiled notebooks are based on didactic principles: the transition from simple to complex, consistency, accounting for leading activities. Homework in the notebook is divided into 2 blocks: the first block (divided into lexical topics) is aimed at developing the lexical and grammatical structure of speech, coherent speech. The second block (divided into sounds and letters that are studied in the classroom) is aimed at developing the child’s phonemic ideas (ideas about the sounds of speech) and initial literacy training (i.e., the simplest reading and preparing the hand for writing), that is, this block is aimed at preparing the child for school. The proposed material is built according to the lexical principle. When compiling notebooks, I relied on the program of Filicheva T.B., Chirkina G.V. "Preparing for school children with general underdevelopment of speech in a special kindergarten." The level of performance of tasks is assessed in the form of seals, stickers. If the material is not sufficiently mastered by the child, it is worked out on private lesson with a speech therapist and during a speech hour with an educator.

Seminars - workshops with the participation of children are carried out with the aim of practical mastering by parents the methods and techniques of working with children at home to eliminate speech disorders. Using this form, I try to clearly and clearly state in practical form ways of working with children on a particular task. So, I demonstrate fragments of classes, comment on the actions of children, tasks, the sequence of tasks, thus I teach parents playing techniques, develop communication skills with a child and correct his speech disorders. As a rule, this form of work is carried out in subgroups.

The visual form of work is very important for parents whose children attend preschool. Most of the information according to psychologists, we remember, perceiving it visually. The visibility of agitation is ensured by the use of a variety of accompanying illustrations, demonstrations practical work, techniques and methods, it serves as a stimulation of the activity of parents. By introducing various forms of visualization into practice, we activate parents in matters of correcting the child's speech. So, for this purpose I spend frontal open classes for parents. They are held so that parents can see what knowledge their children have achieved after joint correctional work. So, open classes are held 2 times a year: in the middle of the academic year and at the end. Parents love this kind of activity. As a rule, they are satisfied with the results achieved and strive to do more and, as a result, participate in the course of corrective work more actively. Parents can also be involved in the activities. “Armed” with knowledge in consultations and workshops, they try to apply this knowledge in practice. Of course, the tasks that they need to carry out with the children are discussed with parents in advance. Usually 2-3 parents participate in the lesson. After such classes, the activity of parents in interaction with the teachers of the group increases significantly.

Individual open classes introduce parents to practical techniques for automating sounds. In these classes they receive necessary knowledge, find answers to questions directly related to the course of the speech development of their child. They use the acquired knowledge when doing individual homework in the diary of beautiful and correct speech.

With the help of the above forms of interaction, I not only establish partnerships with parents, but also create an atmosphere of common interests, increase the pedagogical competence of parents, and teach parents specific methods of speech therapy.

conclusions

Taking into account the individuality of each of the parents, rationally planning the work and starting it, I had an interest to check how much the position of the parents in relation to the child and his speech defect has changed, and also whether the pedagogical competence and awareness of the parents have increased after the work with them. For this, based on the technology of studying the family, proposed by O.V. Solodyankina, the survey was repeated. The analysis of the results of the survey made it possible to establish the following facts: parents give detailed answers to the questions of the questionnaire, readily respond to requests, take homework seriously, perform them carefully, and are aware of the child’s speech disorders not only in incorrect pronunciation, but also in the lexical and grammatical side of speech. Parents have become quite pedagogically observant. It can also be noted that parents began to make fair demands on the child, listen to the advice of teachers, and show interest in the process of raising and developing children. Analysis of the results of the survey helped to re-divide the parents into 4 groups

1 group: parents can only identify certain phenomena and facts of the child's behavior, as a rule, they rarely deal with the child, they do not notice the speech defect, they let everything take its course (0% of parents)

2 group: parents express their emotional attitude to facts, worry about a defect, take a position of excessive guardianship and control, not giving the child the opportunity to show their interests (12.5% ​​of parents)

3rd group: parents try to give an analysis of phenomena to reveal the essence of the problem, accept the child's defect, but they lack elementary pedagogical literacy. (56.25% of parents)

4th group: parents are quite well pedagogically aware and competent. (31.25%)

Comparative analysis shows that the level of pedagogical culture has increased

Thus, for the successful correction of speech disorders, it is necessary to carry out educational work, draw the attention of parents to the problems of the child, and teach them to act together.

Therefore, we can say that systematic, consistent, varied work with parents includes them in the correctional and pedagogical process and makes it participants, which leads to a higher level of pedagogical awareness, and, consequently, the level of speech development in children increases.

Bibliography.

1. 
   Babina E.S. Partnership of a preschool educational institution and a family in logopedic work // Speech therapist. 2005. No. 5
2. 
   Bachina O.V., Samorodova L.N. Interaction between a speech therapist and the family of a child with speech impairments. M., 2009
3. 
   Gorshenina V.V. The system of work of the kindergarten on family education. M., 2007
4. 
   Ivanova A.I. Influence of the style of communication with the mother on the formation of the child's speech // Speech therapist. 2004. No. 4
5. 
   Kozlova A.V., Desheulina R.P. The work of the preschool educational institution with the family. M., 2004
6. 
   Maksakov A.M. Is your child speaking correctly? M., 1988
7. 
   Perchatkina E. Cooperation between a speech therapist and parents // Preschool education. 1998. No. 11
8. 
   Solodyankina O.V. Raising a child with handicapped family health. M., 2007
9. 
   Stepanova O.A. Organization of speech therapy work in preschool educational institution. M., 2007
10. 
    Strebeleva E.A., Zakrepina A.V. Modern forms of assistance to a family raising a child with developmental disabilities // Defectology. 2005. No. 1
11. 
    Filicheva T.B., Chirkina G.V. Preparation for school of children with OHP in a special kindergarten. M., 1993

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In recent decades, the number of children with mild developmental disabilities has been constantly growing all over the world. Children entering grade 1 have a limited vocabulary, underdeveloped fine motor skills, inadequate emotions, etc. In order for the work of a school speech therapist to become more effective, he needs a close relationship with the primary school teacher. Both of them strive for a common goal - to provide quality education to schoolchildren. To do this, the teacher needs each student to have a sufficiently high level of general (including speech) development. The task of a speech therapist is to eliminate speech defects and develop the child's oral and written speech to a level at which he could successfully study at school. In turn, the teacher continues the speech development of the child, relying on the skills he has acquired, i.e., there is an integration of speech therapy work and the educational process.
Very often, a speech therapist teacher is faced with the fact that the teacher meets his appearance in the classroom with caution. This comes from the fact that teachers, especially those of the older generation, misunderstand the purpose of speech therapy work at school. They believe that a speech therapist is only concerned with correcting sound pronunciation in children, and they do not understand why a speech therapist takes students to classes who pronounce all sounds correctly. On this basis, conflicts arise between a speech therapist and a primary school teacher.
To prevent this from happening, the teacher-speech therapist should speak at one of the methodological associations of primary school teachers and talk in detail about the types of speech disorders that occur in schoolchildren, about how these speech disorders affect the assimilation of curricula by speech pathologists in all subjects especially in native language and reading. It is advisable to rely on examples in such messages. In his report, the speech therapist also talks about the content of correctional work, about its organization, about how correctional work is connected with the program of training in the native language and reading. Practice shows that primary school teachers, having become closer acquainted with the goals and objectives of speech therapy work at school, begin to treat the work of a speech therapist objectively and with interest. For a more detailed acquaintance of primary school teachers with the specifics of speech therapy work, a speech therapist can give them one or more open classes.
At methodological associations, it is advisable to tell primary school teachers about the methods and techniques of speech therapy work. Often, primary school teachers willingly adopt certain methods of speech therapy and successfully use them in the classroom.
The speech therapist must necessarily bring to the attention of primary school teachers that students with speech development disorders, but with intact intelligence and hearing, are enrolled at the speech therapy center. If there is a child in the class who has reduced intelligence or hearing, then the teacher is responsible for referring him to a specialist doctor and taking him to special schools, since it is the teacher who works with this child, observes him daily and can comprehensively characterize him. And if such a student studied at a speech center, the speech therapist writes a description of him and gives it to the teacher to attach to the child's documents.
In the first two weeks of September, a speech therapist conducts a complete examination of the state of speech of first-graders and acquaints the teacher with the results. The speech therapist also gets acquainted with the curriculum and standards of primary general education, is interested in the technologies and methods used by the teacher. When planning correctional work, a speech therapist must take into account the program requirements for the Russian language, reading, the sequence and time of studying certain topics. In other words, the speech therapist strives to ensure that his work has successive links with the program in this class.
In speech therapy classes, schoolchildren acquire new speech skills and abilities, which are then improved during the educational process. For example, a teacher has a great opportunity to help children in automating the delivered sounds. To do this, when reading texts or memorizing poems, he reminds the child what sounds to pronounce correctly, corrects him. The teacher, with the help of a speech therapist, controls the correct speech of children, participates in the education of their self-control. This is especially important for stuttering children with communication problems, for children with OHP, bilingualism.
One of the most important conditions for corrective work is the development of unity of requirements for a student-speech pathologist on the part of a teacher and a speech therapist. The speech therapist must make every effort to convince the teacher of the need to evaluate the work of the speech pathologist student very carefully and carefully. The fact is that these students, with all their desire and diligence, are not able to complete assignments, especially written ones, in accordance with the norms adopted at school. The task of the speech therapist, firstly, is to draw the teacher's attention to the fact that errors of a logopathic nature should not be counted when evaluating the student's work, and secondly, to teach the teacher to distinguish between a logopathic error and an error due to the fact that the student did not learn this or that grammar rule. . It is advisable to prepare and distribute to teachers a memo table with a list of logopathic errors and indications of what type of speech impairment they are caused by.
In addition, in order to avoid misunderstandings, primary school teachers should be aware that in their classes, a speech therapist evaluates the work of students in a very specific way. Score on speech therapy session is given primarily for attentiveness during the entire lesson, for activity, for the desire to work and for the number of mistakes that he independently discovered, corrected, and not made by him. Therefore, a student who performs poorly in class can receive positive marks in speech therapy classes. The speech therapist must convince the teacher that the creation of a favorable psychological climate for the speech pathologist student in the classroom is much more important than the normative assessment.
Great help in the work of a speech therapist teacher can be provided by the parents of students studying at a speech therapy center. None pedagogical system cannot be fully effective if the family is not involved. “We learn from those we love” - this expression perfectly explains the role of parents in the correctional process. Involving parents in the remedial process is important not because the speech therapist wants it, but because it is necessary for the development of their own child.
Speech therapists, considering work with the family necessary, at the same time, are not ready for it. Sometimes extremely hard to find mutual language with parents who have their own ideas about education and correction. And the modern family does not perceive pedagogical notations and lectures in the form of monologues. For the successful speech development of the child, other relationships between the family and the speech therapist are required, namely, cooperation, interaction, trust. And this, in turn, requires a revision of the methods and forms of work with parents. And in this work it is important to make parents not only their allies, but also the main assistants. Often, even experienced teachers experience difficulties in establishing contact with the parents of pupils. So what needs to be done to activate parents, to draw their attention to those correctional and pedagogical tasks that are carried out in work with children, making the upbringing of a child in a family more consistent and effective? How to build your work? The cooperation of the speech therapist teacher and parents will contribute to their active involvement in the correctional process if the following conditions are provided:
1. The work will be built purposefully, systematically, planned, and contain different forms.
2. The speech therapist will have an individually differentiated approach to each parent and child.
3. The attention of parents will be drawn to those correctional and pedagogical tasks that are carried out in work with children.
4. Relations between parents and a speech therapist will be friendly, and their common goal will be aimed at correcting the child's speech disorders.
The most common method of communication with parents is a conversation, it is used by all speech therapists without exception, and it allows you to quickly establish contact and trust. But there are parents who find it difficult to communicate. How to conduct a conversation? There are several stages of the conversation:
The 1st stage is called “Broadcasting a positive image of the child to parents”. The teacher never complains about the child, even if he has done something. The conversation takes place under the motto: "Your child is the best."
Stage 2 - "Transferring to parents knowledge about the child, which they could not receive in the family." The speech therapist reports on the success and development of the child in the speech therapy group, the features of his communication with other children, the results of educational activities.
Stage 3 - "Familiarization of the speech therapist with the problems of the family in the upbringing and education of the child." At this stage, the active role belongs to the parents, the speech therapist only supports the dialogue, without giving value judgments. It must be remembered that the information received from parents should not be shared with colleagues and, in general, should be used only for organizing interaction.
4th stage - "Joint research and formation of the personality of the child." Only at this stage, the teacher, who has won the trust of parents with successful implementation of the previous stages, can begin to give advice to parents cautiously. Such a step-by-step technique was developed at the Research Institute of General Problems of Education and is successfully used by many speech therapists.
An important role in the complex work with the family is played by the questioning of parents, which allows you to analyze the relationship between adults and children in the family and plan work with parents for the academic year, as well as to study the adequacy of the position of parents in relation to the child and his speech defect, their pedagogical awareness. As a rule, most parents show a relatively low level of pedagogical competence, they believe that the defect is not so serious and can disappear spontaneously. And the same many parents lack literacy, they see the defect superficially, paying attention only to the pronunciation side of speech. Recently, parents have appeared who allegedly show awareness and great interest in the correction process, complain if it is delayed, but, in fact, they practically do not work with the child at home. Therefore, taking into account the individuality of each of the parents, it is necessary to carry out educational work, set up and draw the attention of parents to the problem of the child, help them perceive their child correctly, teach them to act together, make the same demands for the successful correction of speech disorders.
The first time a speech therapist meets with the parents of students enrolled in a speech center is in mid-September, when, after the final grouping and scheduling of classes, he convenes the first parent-teacher meeting. Practice shows that the majority of parents do not know what speech therapists do with their children, some have a negative attitude to the fact that their children are enrolled in a speech therapy center. If the parents of the child still refuse to study with a speech therapist for one reason or another, it is advisable to ask them to sign a waiver of classes in order to avoid conflict situations in the future. “But no one told us anything,” parents often say, who have been repeatedly warned about their child’s speech problems even at preschool age, or demand that the child be enrolled in a speech therapy group when the enrollment is already completed and all groups have been formed.
Conducted group parent meetings at the beginning, middle and end of the school year help to unite parents, connect them to the process of correcting the speech of children. At the first group parent meeting, it is important to explain to parents the need for intensive, daily work with their child on the instructions of a speech therapist. Only in this case the best results are possible. In order not to arise conflict situations, a speech therapist already at the beginning of September comes to class parent meetings, introduces himself to parents and very briefly reports on the goals and objectives of his work. In particular, the speech therapist says that phonemic and lexical and grammatical speech disorders are not always accompanied by a violation of sound pronunciation and therefore parents do not notice them. However, these violations most seriously affect the assimilation of the child school curriculum, are often the reason that he consistently fails in a number of subjects, and in the most difficult cases, even the question arises of the impossibility of his education in a public school. Such complications can be avoided if the child is given special remedial classes aimed at correcting defects in speech development. During the presentation, it is desirable that the speech therapist gives one or two examples from his practice. Having thus received the most general information about the work of a speech therapist, parents with great attention and interest will treat the invitation to Parent meeting at the logopoint. At this meeting, the speech therapist gets to know the parents, tells in detail about speech disorders, about what type of speech disorder was detected in a particular child and what learning difficulties are possible in connection with this speech disorder. It is very useful to let parents look at the written work of dysgraphic children so that they can visually see the consequences of speech disorders. Next, the speech therapist reports on the composition of groups and subgroups, the schedule of classes. It is necessary to draw the attention of parents to the fact that they "are equally responsible for attending speech therapy classes with their children, along with the teacher."
Then the speech therapist talks about what the students of each group will do during the year at the speech center. In conclusion, the speech therapist talks about the speech regime in the family, in particular, that parents need to contribute as actively as possible to the accumulation of children's vocabulary. Here you need to tell parents that you can’t force a speech pathologist child to rewrite several times homework, in order to achieve accuracy and correctness of execution, one should not allow him to sit on his homework more than that established by sanitary standards.
Next, the speech therapist turns to the parents, whose children will be engaged in the correction of sound pronunciation. He explains that these children should have special notebooks in which the speech therapist will write exercises to consolidate the material they have learned. If the material is not consolidated, then, firstly, the necessary efficiency in the work will not be achieved, and secondly, the period of corrective work with the child will be significantly lengthened. Then the speech therapist informs that he will conduct systematic consultations-conversations for parents, names the days and times of such consultations.
During the school year, the speech therapist constantly maintains contact with parents, periodically informing them about the success or failure of their children. If the child, being present in the classroom at the lessons, does not appear at the speech therapy lesson, the speech therapist informs the student's parents and the teacher about this. Parents should always feel that a speech therapist is not just a mechanical performer of duties, but a person who takes the fate of their children to heart and is always ready to help. It must be remembered that the authority of a speech therapist largely depends on the attitude of the students' parents towards him.
At the same meeting, the speech therapist informs parents that in the course of speech therapy work, it sometimes becomes necessary to consult a child with a specialist doctor (psycho-neurologist, neuropathologist, otolaryngologist). This is done, first of all, in the interests of the child, in order to comprehensively study his personality and choose the best option for correcting the shortcomings of his development. As a rule, parents perceive such proposals very painfully, therefore, in a conversation, a speech therapist requires maximum goodwill, the ability to convince parents of the need for such a consultation.
At the end of the school year, the speech therapist again invites all parents to the final parent meeting, at which he informs the parents about the results of his work with students, about who no longer needs the help of a speech therapist, and who is left to continue corrective work. Here it is advisable to compare the level of speech development of children upon admission to the speech center and after the work carried out with them, visually, on concrete examples, show the results of corrective work. It is necessary to note the work of the parents themselves, their specific assistance to the speech therapist.
The second half of the meeting can be devoted to recommendations for activities with children in the summer. First of all, remind parents that it is impossible to stop classes with children to correct sound pronunciation, otherwise the work done during the school year may go down the drain: insufficiently automated sounds may be “lost” and work on their production will have to be started all over again. During the summer, parents can work on the accumulation of an active vocabulary and the development of coherent speech for their children. This is greatly facilitated by summer travels, new impressions received by children during trips.
It is impossible to imagine cooperation with parents without visual information - this form of work is very important for parents. Most of the information, according to psychologists, we remember, perceiving it visually. The advantage of this form is that, firstly, addressing only verbally requires a lot of time. Secondly, parents are not able to keep in memory all the information that they consistently receive from teachers. And, thirdly, in order for parents to be able to comprehend the recommendations received and follow them, they must first be convinced of this, armed with a reminder that will allow them to carry out these actions consistently and accurately. Therefore, information stands are posted in the office, articles in the corners for parents: “Advice from a speech therapist”, “Finger gymnastics”, “Phonematic hearing is the basis of correct speech”, “Is your child ready for school”, “Left-handed child”, etc. Exhibitions “ Who wants to talk, he must pronounce everything correctly and clearly, so that everyone can understand! ”, Presented in the form of photographs of children in the classroom. Parents and children really like to look at the photos and share their impressions.
Consultations are very important in the joint work of a speech therapist and parents. They should be extremely clear, contain only the specific material necessary for parents. The most relevant topics for consultations are “Articulatory gymnastics”, “Techniques for automating sounds”, etc. They use the knowledge gained when doing individual homework.
All schools have Open Days. As a rule, meetings are held at this time for the parents of future first-graders, at which the speech therapist talks in detail about the speech readiness of children entering the first grade, and gives recommendations.
The speech therapist must keep up with the times. Today, the Internet opens up wide opportunities for improving the efficiency of work with parents. Various electronic manuals, digital educational resources can be used in working with parents, giving homework, links to thematic sites. For this, a blog of a speech therapist teacher on the school website is used.
The use of the whole variety of the above forms, methods of working with parents, both traditional and non-traditional, of course, should not be an end in itself. It is much more important to change the content of meetings, consultations, conversations so qualitatively that parents hear the speech therapist, want and can help their child.
Parents are the natural teachers of their child, extremely much depends on them, they have in their hands a very powerful educational tool - love for their child. And our business is to organize such an environment and create such conditions so that this love and support will develop in the child all the skills and abilities necessary for life in society. Then we will be able to build a genuine trusting partnership with the family based on the dialogue strategy of cooperation between the speech therapist and parents.